Blended Learning, What's It Take? June 2014


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Blended learning elements and tools for teachers and administrators who want to implement blended learning. Includes iNACOL's six elements of blended learning. Presented at the Hybrid Learning Consortium, June 2014.

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Blended Learning, What's It Take? June 2014

  1. 1. Blended Learning: What’s It Take? Rob Darrow, Ed.D. President, Online Learning Hybrid Learning Consortium. June 2014. Website:
  2. 2. How long have you been involved in blended learning?  0-1 years  2-3 years  More than 3 years
  3. 3. Blended teaching and learning is messy
  4. 4. My Belief: Tipping Point  K-12 Online Learning already there (close)  Every school will become a blended learning school to better personalize learning for all students  Ultimate goal: College and career ready students and 100% graduation rate
  5. 5. The Ultimate School  Provides learning for students in the way they need it, when they need it: – Face-to-face – Technology Enhanced – Blended – Online
  6. 6. This is a journey, not a destination. It takes time to transform thinking and teaching.
  7. 7. Blended Teaching Tools - Handout  P. 1: Resource List  P. 2: Continuum  P. 3: Checklist  P. 4: Rubric  P. 5/6: Elements of Blended Learning ** Adapt and use! ** Website:
  8. 8. School 2.0 Thoughts “Read-write” web (Darrow and others, 2007) School 1.0 School 2.0 (Blended) Local --> School and world One way --> Many ways One person controlling website --> Everyone has a website or blog or podcast or wiki publishing --> participation Collaborate in library --> Collaboration online and throughout school Static --> Dynamic ONLY the Library --> THE World
  9. 9. Teacher directed, memory- focused instruction Student-centered, performance- focused learning Isolated work on invented exercises Collaborative work on authentic, real-work projects Factual, literal thinking for competence Creative thinking for innovation and original solutions Primary focus on school and local community Expanded focus including digital global citizenship Isolated assessment of learning Integrated assessment for learning Transforming Learning Environments Traditional Environments Emerging Learning Landscape Knowledge from limited, authoritative sources Learner-constructed knowledge from multiple information sources and experiences
  10. 10. Gordon Bell and Jim Gray in John Seely Brown (2000), The Social Life of Information  “By 2047… all information about physical objects, including humans, buildings, processes and organizations, will be online. This is both desirable and inevitable.”
  11. 11. Purpose: Blended learning implementation  Share ideas  Identify one tool or activity you can put in place soon  Your implementation direction
  12. 12. Blended (or online) Learning: What’s It Take?  Pay attention to six elements: – Leadership – Professional Development – Teaching/Instructional Practice – Operations/Admin Systems/Policy – Content – Technology
  13. 13. Components within each of the six elements  Evaluation  Quality  Funding
  14. 14. Specifically:  Leadership – Evaluation, Quality, Funding  Professional Development – Evaluation, Quality, Funding  Teaching/Instructional Practice – Evaluation, Quality, Funding  Operations/Admin Systems/Policy – Evaluation, Quality, Funding  Content – Evaluation, Quality, Funding  Technology – Evaluation, Quality, Funding
  15. 15. Quick Quiz: Blended Learning: what does “it” look like?
  16. 16. Blended? Yes, No, Maybe?
  17. 17. Blended? Yes, No, Maybe?
  18. 18. Blended? Yes, No, Maybe?
  19. 19. Blended? Yes, No, Maybe?
  20. 20. Blended? Yes, No, Maybe?
  21. 21. Teaching and Learning What the student is doing and where the student is. What the teacher is doing and where the teacher is. What and where the content is.
  22. 22. From Textbook to Online Teaching Online Teaching Textbook Enhanced Teaching Technology Enhanced Teaching Web / Online Enhanced Teaching
  23. 23. What does “it” look like? Where do you fit? (* See handout)  Textbook enhanced teaching and learning  Technology enhanced (not online)  Web/online enhanced  Blended  Online
  24. 24. What does “it” look like? *Teacher vs. student control of teaching and learning  Textbook enhanced teaching and learning  Technology enhanced (not online)  Web/online enhanced  Blended  Online More teacher control Shared control More student control
  25. 25. What does “it” look like? *Teacher-centric vs. Student-centric  Textbook enhanced teaching and learning  Technology enhanced (not online)  Web/online enhanced  Blended  Online More teacher centric Combination More student centric
  26. 26. What does “it” look like? *Control of time and pace  Textbook enhanced teaching and learning  Technology enhanced (not online)  Web/online enhanced  Blended  Online Set time structure Some Flexibility Flexible
  27. 27. Blended Learning Definition A formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path and/or pace and at least in part in a supervised brick-and- mortar location away from home, and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. (Horn & Staker, 2013)
  28. 28. Not About the Technology  Change in teaching  Change in learning  Change in pedagogy  Things should look different in a blended learning environment, more student centric, more personalized learning
  29. 29. Blended Learning is:  More student centric  Students have more control of their own learning  Teachers provide multiple access points to learning (f2f, video, etc.)  Flexible time for students
  30. 30. iNACOL / New York iLearn NYC  Two years  Observations / interactions with 8 lab schools  What emerged: 6 elements , promising practices and tools you can use
  31. 31. Six Elements Emerged Result: A Roadmap for Blended Learning Implementation
  32. 32. iNACOL Roadmap for Blended Learning: Six Elements for Successful Blended Learning Implementation  Leadership  Professional Development  Teaching/Instructional Practice  Operations/Admin Systems/Policy  Content  Technology
  33. 33. Leadership School Implementation  Identified administrator/leader and teachers at each school  Ongoing interactions (one-on-one, formal and informal) and meetings of those involved in iLearn  Administrators, teachers and administrators work together towards the blended learning goals established in each school Promising Practices  School culture of innovation and empowerment  Start small and build  Communication is strong and occurs between involved people in a variety of ways (one-to-one, phone, email, chat, etc.)
  34. 34. School Example: Leadership At Mott Hall V: Daily walk-throughs at Mott Hall V by principal and assistant principal Weekly meeting time built into school work day Designated lead blended learning teacher
  35. 35. Professional Development School Implementation  Both formal and informal (Schedule trainings to one-on- one customized PD)  Modeling, webinars, small conferences, workshops, cohort meetings  Implementation Managers are key Promising Practices  Scheduled Time  Teacher Resources  Professional Sharing  School Support
  36. 36. School Example: Professional Development At Goddard HS: – Implementation Manager (IM) identified two teachers to work one-on- one to encourage individual growth – Scheduled time to collaborate and share for participating teachers – Leadership and IM communicate regularly about PD needs, offerings and resources to meet these needs
  37. 37. Teaching/Instructional Practices School Implementation Created Resources – Blended Learning Continuum, Interactive Applet, Blended Learning Rubric Support for new blended learning teachers – modeling and mentoring Analyzing real-time data to personalize learning for each student Promising Practices Classroom Setup Data Analysis Individualized Instruction Student Engagement Digital Content
  38. 38. School Example: Teaching/Instructional Practice  Flex model of blended learning with content and instruction  Students move on individual customized schedule.  Structure of classroom includes face-to-face support through as small-group instruction, group projects, and individual tutoring.
  39. 39. Operations/Management Systems/Policy School Implementation  Restructuring of the traditional school class / school day  Emphasis on using real-time student performance data  Change in instructional delivery model Promising Practices  Operational support  Policy development examples  Data-driven instruction
  40. 40. School Example: Operations/Management Systems/Policy  Specially targets students who are at least 16 year of age and are behind in credit acquisition  Recognition that students need different supports that include online content  Instructional practices that are adaptive to their personal needs  Allows for flexibility in pacing.
  41. 41. Content School Implementation Common platform Content providers to choose from Professional development and teacher sharing about content provider and platform use Promising Practices Content Decision Making (purchase or build your own) Customizable platform – many teachers using base curriculum and supplemental based on student needs Customizable for individual student needs
  42. 42. School Example: Content  Expand foreign language options by offering online French offered by a teacher at another school (A la carte model)  Expand AP options by developing AP Environmental Science (A la carte model)
  43. 43. Technology School Implementation  School leadership ensures that technology needs of students and teachers are addressed, and proper training provided.  Dedicated technical support for the blended learning programs.  School leadership is visible in their own use of technology; modeling expectations. Promising Practices  Technology Training  Technology Support  Hardware and Software Needs
  44. 44. School Example: Technology  Dedicated tech support person onsite to support administrators, teachers with the network and devices used in the school.  Common Learning Management System Used  Teachers use variety of content including vendor content, Open Educational Resources (OER) materials, and teacher- created online content.
  45. 45. Key Observations  Clear Goals need to be established, written and discussed in ongoing way  Leadership determines sustainability and success (Administrators and Teachers)  Collaborative leadership style is essential  School culture of support, innovation (it is ok to try and fail)  Ongoing professional development (formal and informal)  Weekly check ins both formal and informal  Support person on staff for tech integration
  46. 46. Questions? Comments?
  47. 47. What does blended learning really look like? Is it different than face-to- face teaching? Yes!
  48. 48. Mott Hall V, New York City 7th Grade Science One-to-One Group Projects
  49. 49. Southeast Prep Academy - Detroit
  50. 50. What data do I use? Test 1 60.0% avg Test 2 76.6% avg review activity
  51. 51. How do you keep students organized?
  52. 52. PASE Mastery Tracker
  53. 53. Resources  See hand outs  Continuum  Rubric  Checklist
  54. 54. Roadmap Tools / Resources Implementation and Teacher Reflection  Continuum from Textbook Enhanced to Online Teaching and Learning  Blended Learning Checklist  Rubric for Blended Learning  Implementation Timelines (Year 1 and 2-4)
  55. 55. Blended Learning Wiki Preparation
  56. 56. iNACOL Resources  iNACOL Blended Learning Roadmap (NYC)  Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education  A Day in the Life of a Blended Learning Teacher Webinar - 13-11- 21.1455.M.A4AD5CB70B5A4D831FFD0B6FB 3AD9A.vcr&sid=253
  57. 57. Introducing a new tool today – Join us!  The Blended Teacher Network
  58. 58.
  59. 59. Blended (or online) Learning: What’s It Take?  Pay attention to six elements: – Leadership – Professional Development – Teaching/Instructional Practice – Operations/Admin Systems/Policy – Content – Technology
  60. 60. Margaret Mead  “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”
  61. 61. Questions? Comments?
  62. 62. Contact  Rob Darrow  